EDUCATIONAL FAILURE. 3 



valuable knowledge, a craft or art or a science, the world 

 would be full of skilful young men. Nor is it only because 

 it is play that my neighbors' boys rush for their bats and 

 balls; they make work of it, hard work, and go "hungry 

 and unwashed," as Marcus Aurelius says all do who have a 

 violent affection for a thing. It is, I believe, because there is 

 an available social interest in it ; what interests others inter- 

 ests us the more ; we find ourselves understood ; knowledge 

 defines and clarifies itself, emulation begets emulation and 

 skill comes with enthusiasm. It sets standards higher and 

 affords continual and evident respect as a reward. 



I am confirmed in this opinion b}' seeing that the stand- 

 ards of the household generally give the character to the edu- 

 cation of the child, though not always its details. The same 

 girl who didn't understand specific gravity did show in speech 

 and action that her real education had concerned itself with 

 just relations to those around her in matters of conduct. 

 The field of her education was not scientific but social. She 

 had been brought, up among polite people, and her education 

 had strengthened and confirmed the manners of civilization. 



Now, for the subjects supposed to be taught in school 

 there is very little interest outside of school. Few read the 

 classics, and a dealer in scientific apparatus says that the 

 race of amateurs in science is almost extinct ; we must now 

 send to London for certain supplies where twenty years ago it 

 was well worth while for dealers to carry a stock on hand. 

 But I remember a family, and have read of others, where 

 the standards were literary and scientific ; where base ball 

 had no exclusive charm, but where it was necessary to the 

 standing of a boy of twelve that he should be able to speak 

 good English as a matter of course, and use a considerable 

 knowledge of physics, chemistry, botany and astronomy, and 

 to be familiar with their applications. These and the allied 

 sciences were frequent subjects of household talk and house- 

 hold recreation, and work related to them was part of their 

 play. I judge, therefore, that our school courses do not 



